Teacher Candidate- Samantha Parsons School- J.E.

Robins Elementary Lesson Topic: Contractions

Date- April 11, 2013 Grade/Subject- 2nd Grade Reading/Language Arts

INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES Students will be able to form contractions from already known words. Students will learn that you do not change the first word in a contraction, only the second. Students will be able to deconstruct contractions into original word pairs.

WV CSOs ELA.2.R.C7.1 know and apply grade level phonics and word analysis skills and decoding words ELA.2.L.C15.2 demonstrate command of the conventions of standard English capitalization, punctuation and spelling use an apostrophe to form contractions and frequently occurring possessives ELA.2.L.C16.1 use knowledge of language and its conventions when writing, speaking, reading or listening NATIONAL STANDARDS Standard 4- Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. Standard 12- Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information) MANAGEMENT FRAMEWORK Overall Time- 90 minutes Time Frame- 10 minute introduction/pre-test 5 minute teacher reading 10 minute interactive technology practice 40 minute student led activity 15 minute wrap up activity 10 minute review/closure/post-test

STRATEGIES Student led discussion, group practice, teacher demonstration, pair activity/cooperative groups, discovery learning DIFFERENTIATED INSTRUCTION/ ADAPTIONS/ INTERVENTIONS For students with motor skills difficulties- there would be assistance provided via the teacher or fellow students to help play the games.

PROCEDURES Introduction/ Lesson Set The lesson will begin by me asking What is a contraction? After I allow for responses, I will either correct or clarify (depending on answers given). Allow a few minutes to allow them to fully explain their responses and give examples. Explain to the class that this is going to be the focus of our lesson today. Discuss the rules for contractions: 1. Always need an apostrophe, 2. Place the apostrophe where the letters were removed, and 3. Dont change the first word. Administer pre-test to gauge current knowledge. Body & Transitions o Read aloud Im and Wont, Theyre and Dont to the class. o After reading, allow a few minutes for discussion on book. Ask questions like: Did you like the story? What did the book teach you? o For further review, go to http://www.learninggamesforkids.com/vocabularygames/contractions/contractions-card-flip.html and play Pick the Correct Contraction and Un-Contraction Game. After youve played both games, allow for discussion. o Next, explain to students we are playing Musical Contractions and will be transitioning into pairs. o Pass out index cards (located in folder labeled substitute)- some cards give two words (ex.: can not) and some cards have a contraction (ex.: cant). The goal is for the person with the two words to match up with the person who has the matching contraction before the music starts. o Once each student has a card (tell them not to look), you can begin the music and the students should get up from their seats and actively search for their partner. o Allow music to play for 1 minute before stopping. Go around the room and have the pairs tell what their words and contractions are. If they did not find a partner, the entire class can discuss the options in order to help them find their match. o Play this game until the pile of cards is completely depleted. o Students should transition back to their seats once game is finished. o Explain to students that we are now going to play Contraction Action. o Retrieve the papers located in the folder labeled Contraction Action and keep them to yourself. Tell students that you need one person to be the first word (could), another person to be the second word (have), and someone to be the most important part of the contraction- the apostrophe! On a desk to the side, you should lay out the papers that have the contractions on them (ex.: nt, ve, re, etc.). o Have the first and second words stand at the front of the room. Ask for a volunteer to be the apostrophe. They are to go to the front and stand where they think the apostrophe is supposed to go. Next, ask for a volunteer to go up and add the correct contraction. They are to choose a contraction from the table, take out the appropriate part of the word and stand where they think they belong. Once the word is completed, the class must decide if it is correct. If it is, they are to explain what happened. If it is not, they are to explain how to fix it. o Continue the game until all of the papers have been depleted. o Once completed, students are to return to their assigned desks.

Closure As a review, the class will be making foldables. As a class, we will discuss which words should be on our foldables. As the students decide, the teacher should write them on the board (have them tell you how to write it). Each student will be given a piece of construction paper, a pair of scissors and a marker. There will be a foldable already made to show them how it is to be completed. There should be 6 flaps on each side- the left side consisting of first word (ex.: they) and the ride side consisting of the second word (ex.: are). Once opened, the contraction should show for the two words (ex.: theyre). Once completed, students will turn their foldables in to be checked for accuracy. You can inform the students that they will be able to use their foldable on the vocabulary test at the end of the week. Finish with a class discussion on the main rules for contractions (as discussed in the introduction). Administer post-test to determine knowledge gained during lesson. ASSESSMENT Diagnostic Teacher questions and whole class discussion to gauge prior knowledge. Teacher administers pre-test. Formative Student activity will show what students understand as they complete the work. They will make adjustments to their answers as the class and teacher provide feedback. Their responses will help the teacher better understand what the students are retaining. Summative Students will create a foldable showing what they learned. They are allowed to choose any six contraction words to create foldable. The foldable will demonstrate what they have learned in the lesson by creating their own contractions. Students will complete a post-test. MATERIALS o Book Im and Wont, Theyre and Dont o Computer linked to SMARTboard o Internet o Index cards for Musical Contractions o Radio/CD Player o Paper for Contraction Action o White board and markers o Construction paper o Scissors o Markers o Pre- and post-tests EXTENDED ACTIVITIES If Student Finishes Early Use index cards from Musical Contractions and turn them into a concentration game. Flip the cards over and make your match

If Lesson Finishes Early Find worksheets for contractions at http://www.superteacherworksheets.com/contractions.html or there are already some printed out in the folder labeled Substitute. If Technology Fails The site used in the introduction is simply for review. If it doesnt work, it can be done with the white board and a marker. Make sentences up and have them choose the correct contraction and make a contraction and have them undo it. I have already developed sentences and contraction examples and they are located in the file labeled Substitute. The games (Contraction Action and Musical Contractions) can still be played because they materials are already provided and no technology is need- aside from radio. If the radio stops working, start singing! The closure activity does involve any technology. For the extended activities, there are already worksheets printed out if the site is down or unable to be accessed for some reason.

POST TEACHING Reflections Overall, this lesson went very well. The students in this classroom dont get many opportunities to get up out of their seats and have fun with their lessons so that was my main focus for this. They were excited and constantly engaged in the lesson because they were able to stand and be active. If I were to do this lesson again, it may be a good idea to arrange the desks where there is more room to move when playing Musical Contractions. This classroom didnt allow for that luxury, but it is definitely something to consider if I were given the opportunity. I was able to administer pre- and post- tests in order to obtain some data. Although it would have been better to give these tests over a span of a few days, I was still able to see that the lesson had helped strengthen the students working knowledge on contractions. Also, my cooperating teacher administered a vocabulary test the Friday following my lesson and he said he noticed a significant improvement on their work with contractions. After I completed my lesson, I was able to look at the results of my pre- and post-tests and relay that information to the teacher. I explained that there was an overall improvement in their scores but that a handful of students needed further instruction on apostrophe placement. Although they were able to name the correct contraction, when writing it they were unsure where to put the apostrophe to create the appropriate contraction. If I were given the opportunity to teach further on this topic, I would have made modifications to my lesson in order to better explain apostrophe placement. I do feel as though my game with the word cards allowed students to physically place the apostrophe where they believed it belonged and the classroom involvement allowed all students to see the results and make adjustments as they went.